Classroom Activity
TKT Module 2: Identifying the different components of a lesson plan – Answer
Download 76.35 Kb. Pdf ko'rish
|
168890-tkt-module-2-identifying-the-different-components-of-a-lesson-plan
- Bu sahifa navigatsiya:
- Terms and Conditions TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 1
TKT Module 2: Identifying the different components of a lesson plan – Answer
Keys Key to Participant’s Worksheet 1 1 C 2 I 3 J 4 D 5 A 6 E 7 F 8 H 9 B 10 G 11 K Key to Participant’s Worksheets 2 and 3 Group A/ Participant’s worksheet 2 Group B/ Participant’s worksheet 3 1. Main aim 2. Subsidiary aim 3. Personal aim 4. Assumptions 5. Anticipated problems 6. solutions 7. Lead in 8. to create interest in the topic 9. Pre- teach vocabulary 11. to provide practice of new vocabulary 10. 5 minutes 12. W/C 13. predict the content of the conversation in pairs 14. 3 minutes 16. Students listen to the recording (twice) and do the comprehension exercise. 15. S 19. S S 17. W/S 20. W/S 18. Students check their answers in pairs Key to Sample Task 1. B 2. D 3. D 4. A 5. A 6. C 7. D 8. B © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms and Conditions TKT Module 2: Identifying the different components of a lesson plan – Participant’s Worksheet 1 Match the lesson plan components with the descriptions below. 1. Procedure 2. Interaction pattern 3. Timetable fit 4. Stage 5. Main aim 6. Timing 7. Aids 8. Assumptions 9. Personal aim 10. Anticipated problems and solutions 11. Subsidiary aim A. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills. B. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard. C. The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs. D. A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc. E. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan. F. The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need. G. W hen teachers are planning a lesson, they think about what their students might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson. H. When teachers think about what they believe their students will know or how they will behave in a particular lesson. I. The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class. J. How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson. K. The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim. © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms and Conditions Download 76.35 Kb. Do'stlaringiz bilan baham: |
Ma'lumotlar bazasi mualliflik huquqi bilan himoyalangan ©fayllar.org 2024
ma'muriyatiga murojaat qiling
ma'muriyatiga murojaat qiling